Edumania-An International Multidisciplinary Journal
Vol-03, Issue-3 (Jul-Sep 2025)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2960-0006
Nigerian Teacher Educators’ perception of the impact of Socio-emotional Learning (SEL) on Pre-service Teachers’ Classroom Readiness
Ibebuike, Ursula Obiageli1, Victoria, Chibundu Nkechinyere2, Ogochukwu, Chibundu Nkechinyere3, Chiamaka, Uba4, Eke, Eke Ogbu5
1Departmnent Of Curriculum and Educational Technology Alvan Ikoku Federal University of Education, PMB, 1033, Owerri, Imo State, Nigeria
2&3Department of Educational Foundations/Management, Alvan Ikoku, Federal University of Education Owerri.
4Dept of Adult and Continuing Education, Alvan Ikoku Federal University of Education Owerri.
5Departmnent of Curriculum and Educational Technology Alvan Ikoku Federal University of Education, PMB, 1033, Owerri, Imo State, Nigeria.
DOI: https://doi.org/10.59231/edumania/9150
Page No.: 252–279
Subject: Teacher Education / Social Psychology
Received: May 13, 2025
Accepted: June 20, 2025
Published: July 01, 2025
Thematic Classification: Socio-emotional Learning (SEL), Pre-service Teachers, Classroom Readiness, Teacher Education, Nigeria.
Abstract
This study examined the perceptions of Nigerian teacher educators regarding the role of socio-emotional learning (SEL) in preparing pre-service teachers for classroom readiness. The population consisted of teacher educators from Nigerian higher education institutions actively involved in teacher preparation programs, with a sample size of 350 participants (195 males and 155 females). Guided by five research questions, the study utilized a descriptive survey research design. Data were collected using a structured questionnaire titled “Teacher Educators’ Perceptions on Socio-Emotional Learning and Pre-service Teachers’ Classroom Readiness” (TEP-SELCR), which was validated by experts in the field. Reliability testing was conducted using Cronbach’s alpha, yielding a coefficient of 0.87, indicating excellent internal consistency. The general findings revealed that both male and female teacher educators strongly agreed on the importance of SEL in teacher education, with mean scores exceeding 3.00 across relevant items. However, significant challenges were identified, including inadequate institutional support, limited resources, and cultural resistance to adopting SEL practices. Opportunities for enhancing SEL integration included professional development programs, curriculum reform, and policy advocacy. Two key recommendations emerged: (1) the need for professional development programs targeting teacher educators, and (2) the revision of curricula to embed SEL as a core component of teacher education programs. These efforts aim to improve pre-service teachers’ classroom readiness and contribute to the overall quality of education in Nigeria.
Keywords: Classroom readiness, Socio-emotional Learning (SEL), Pre-service Teachers, perception, Nigerian Teacher Educators
Cite this Article
APA 7th Edition: Ibebuike, U. O., Victoria, C. N., Ogochukwu, C. N., Chiamaka, U., & Eke, E. O. (2025). Nigerian teacher educators’ perception of the impact of socio-emotional learning (SEL) on pre-service teachers’ classroom readiness. Edumania-An International Multidisciplinary Journal, 3(3), 252–279. https://doi.org/10.59231/edumania/9150
MLA 9th Edition: Ibebuike, Ursula Obiageli, et al. “Nigerian Teacher Educators’ Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers’ Classroom Readiness.” Edumania-An International Multidisciplinary Journal, vol. 3, no. 3, 2025, pp. 252-279. doi:10.59231/edumania/9150.
Chicago 17th Edition: Ibebuike, Ursula Obiageli, Chibundu Nkechinyere Victoria, Chibundu Nkechinyere Ogochukwu, Uba Chiamaka, and Eke Ogbu Eke. 2025. “Nigerian Teacher Educators’ Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers’ Classroom Readiness.” Edumania-An International Multidisciplinary Journal 3, no. 3: 252–279. https://doi.org/10.59231/edumania/9150.
Statements and Declarations
Peer-Review Method: This article underwent a double-blind peer-review process conducted by two independent external reviewers with specialized expertise in Pedagogical Technology and Curriculum Studies. This process ensures the scholarly quality, theoretical depth, and methodological rigor of the research regarding teacher preparation.
Competing Interests: The authors Ursula Obiageli Ibebuike, Chibundu Nkechinyere Victoria, Chibundu Nkechinyere Ogochukwu, Uba Chiamaka, and Eke Ogbu Eke declare no potential conflicts of interest, financial or otherwise, that could have influenced the research findings or the interpretation of the educators’ perceptions.
Funding: This research was conducted as a collaborative study at the Alvan Ikoku Federal University of Education, Owerri, Imo State, Nigeria. No specific external grants or commercial funding were received for the execution of this work.
Data Availability: The qualitative and quantitative data supporting the findings of this study, including survey responses from teacher educators, are available from the corresponding author on reasonable request. Data access is subject to maintaining the confidentiality of the institutional participants.
Licence: Nigerian Teacher Educators’ Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers’ Classroom Readiness © 2025 by Ibebuike, U. O. et al. is licensed under CC BY 4.0. This work is published by the International Council for Education Research and Training (ICERT).
Ethics Approval: This research was conducted in accordance with the ethical standards of the Alvan Ikoku Federal University of Education, Owerri. The study design prioritized academic integrity, ensured the voluntary participation of educators, and strictly adhered to protocols for participant anonymity and data protection in educational research.
Impact Statement
This research on “Nigerian Teacher Educators’ Perception of the Impact of Socio-emotional Learning (SEL) on Pre-service Teachers’ Classroom Readiness” holds significant implications for teacher education and national educational development. It provides empirical insights into how teacher educators perceive the role of SEL in shaping the emotional intelligence, interpersonal skills, and professional competence of pre-service teachers. The findings underscore the necessity of integrating SEL into teacher training curricula to enhance classroom readiness and foster holistic teaching practices. By highlighting the value of SEL in preparing future educators to manage classroom dynamics, engage students effectively, and maintain emotional well-being, the study can inform education policymakers, curriculum developers, and teacher-training institutions. Ultimately, the research contributes to ongoing efforts aimed at improving the quality of teaching and learning in Nigeria by advocating for the inclusion of SEL as a strategic component in the professional development of pre-service teachers.
About Authors
Ursula Obiageli Ibebuike (Ph.D)
Dr. Ursula Obiageli Ibebuike, a senior lecturer at Alvan Ikoku Federal University of Education, Owerri, Imo State, Nigeria. She is a seasoned educator and researcher with over two decades of teaching experience. She specializes in curriculum planning, educational research, methodology, and teacher education, and has published numerous scholarly articles.
Dr. Chibundu Nkechinyere Victoria is a dedicated educator at Alvan Ikoku Federal University of Education, Owerri, Imo State. Majored in Educational ManagemEnt and Planning. With a strong academic background, she is passionate about teaching and fostering a love for learning. As Lecturer I, she contributes to the university’s academic excellence.
Dr. Florence Chukwuma, a lecturer at Alvan Ikoku Federal University of Education, is dedicated to influencing future educators. With a Bachelor’s, Master’s, and PhD in Education Administration and Planning, she enjoys exploring new locations, writing, and fostering innovation and teamwork.
Uba Chiamaka, a Lecturer at Alvan Ikoku Federal University of Education Owerri, is passionate about education and community development. She holds a Master’s in Adult and Continuing Education from Michael Okpara University of Agriculture. Chiamaka enjoys traveling, reading, and writing.
DR EKE OGBU EKE
Dr. Ogbu Eke, a senior lecturer at Alvan Ikoku Federal University of Education, owerri, Imo State, Nigeria and has 15 years of expertise in curriculum development, instructional design, and teacher training, specializing in language teaching technology.
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